Signs of improvement in D.C. public schools

Since the city implemented controversial educational reforms in 2007, D.C. public schools have continue to lag behind those in other urban districts, and there are still sizable — and, in some cases, growing — achievement gaps between groups of students. However, Mayor Vincent C. Gray often notes on the campaign trail that the District had the largest gains in the country on the 2013 National Assessment of Educational Progress (NAEP), a uniform testing program that measures fourth-, eighth- and 12th-graders’ academic skills in various subjects.

Percentage of whites, blacks and Hispanics performing at or above a proficient level of reading:FOURTH-GRADERSEIGHTH-GRADERSFOURTH-GRADERSEIGHTH-GRADERSFOURTH-GRADERSEIGHTH-GRADERSFOURTH-GRADERSEIGHTH-GRADERSComparison of average reading scores between low-income stu-dents — those eligible for free or reduced- price meals — and non-eligible stu-dents.*Since 2003, the score gap between low-income students and all other students has increased 108 percent, from 24 points to 50 points.The score gap is less among eighth- graders than fourth-graders, but the trend is similar. The gap has widened by nearly 90 percent since 2003.271Basic241Below basic200320130180200220240260500LowincomeComparison of average reading scores of whites, blacks and His-panics in D.C. public schools:Most of the progress among white, black and Hispanic fourth-graders occurred before the 2007 education reforms. Hispanic students’ test scores improved 10 percent from 2003 to 2007, but only 1 percent from 2007 to 2013.Overall, both black and Hispanic eighth- graders have improved by 3 percent since 2003. However, test scores for Hispanics have slightly declined since 2007 (–0.4%). Black student made most of their progress after the reforms (+2%).259208197200320130180200220240260280500Maximum scale scoreWhiteHispanicBlackHow reading test scores of students in the District’s public schools com- pare with the average scores of 18 U.S. cities or urban districts:Since 2003, the District’s test scores have improved more than those of other large cities, rising by nearly 10 percent compared with 4 percent.Average test scores for large cities and the District have improved by 3 percent since 2003. Most of the increase for both has occurred since 2007.248258200320130180200220240260280D.C.212206D.C.Large cities200320130180200220240260500Maximum scale scoreNOTE: Large city average includes District of Columbia Public Schools.’03’05’07’09’11’135%85%9%10%73%14%Among fourth-gradersAmong eighth-gradersWhiteBlackHispanicPercentage break-down of test partici-pation, by student’s race or ethnicity:’03’05’07’09’11’133%88%8%6%79%13%297248243200320072007200720072007200720130180200220240260280300Test scores for whites not available for 2003, 2007 and 20092003201350%75%25%073%20%12%2003201350%75%25%077%23%15%*The method for identifying low-income students in the District changed between 2011 and 2013, making it difficult to compare low-income students’ 2013 scores to those in prior years.238 or higher281 or higherPROFICIENTPROFICIENTBELOW BASICBELOW BASICBELOW BASICLess than 243BELOW BASICLess than 208NOTE: A student reading at a proficient level has mastered grade-level reading skills. The NAEP ranges for proficient and below-basic levels are for 2013. All three groups improvedthe most pre-2007 reformPROFICIENTPROFICIENT20032013245 Proficient195Below basicOtherstudentsLow income students0180200220240260500Maximum scale scoreOtherstudentsGapLarge cities“Score gap”When a group had the most progress: Before or after reformHow D.C. students from both traditional and charter schools fared on the NAEP reading test: